Why did you want to work in education? What inspired you?

Growing up, teaching was the only thing I could imagine myself doing. Both of my parents taught, and the oldest memories I have include helping them set up their classrooms, cutting out laminated projects, and adding stickers to corrected work. As a child, that was what teaching was to me. Projects, laminating, and summers spent together as a family. I had incredible teachers throughout my career as a student that solidified my dreams of teaching.

Why did you choose CSP for your M.A. Ed. in Differentiated Instruction?

After being in the classroom for ten years, I now know that teaching is much more than laminating, bulletin boards, and summers off (because we all know we keep busy with our trade). I knew I wanted to get my masters, so I waited to find a program that would be immediately applicable in the classroom and would add to my resume for my future goals as an educator.

It seemed that most schools offered partial online classes, or if they were fully online, the programs were not what I wanted. One day, we had bright pink paper in our mailboxes at school. It was an advertisement for CSP Global’s graduate courses. One of the programs offered was Differentiated Instruction (DI). I had yet to see this program (or one like it) offered at any other schools. Not only was the program full of inclusive teaching strategies, but the pace of the program fit my needs.

What skills did you gain or sharpen through your program at CSP and how do you use them today?

CSP Global offers a cohort program for graduate students that allows you to be with the same professionals throughout the two-year program. This was an incredible benefit because our cohort became close; we felt comfortable sharing and being vulnerable. We could rely on each other as the courses and professors changed.

Not only did my cohort overcome the difficult tasks of graduate work, but we overcame them during the COVID pandemic. Our entire teaching platform turned upside down outside of our graduate work. Together with our professors, we created relevant, beneficial, and effective work that we could immediately apply or practice with our students. The courses throughout the program were challenging yet realistic, applicable, and innovative.

What we learned as teachers we could also apply as students. We learned throughout the coursework that change is hard, but there are always ways we can try something new, reflect, and continue improving our art of teaching. Our world is not the same as it was centuries ago, yet our school system still looks the same in some places.

With this program, we challenged the norm in ways that made us all better teachers. I became more flexible with my teaching approaches and have been so much more creative in ways to meet the standards. My relationships with students have been strengthened with interest-based projects and by creating new ways for students to show what they know other than traditional practices.

How has your M.A. Ed. in Differentiated Instruction impacted you in terms of your current position or a position you’d like to attain in the future?

With this degree I have been able to present ideas to my district, guide PLCs with professional development to try new strategies, and most recently, accepted a new job as an enrichment coordinator. Ultimately, my capstone project ignited my passion for standards-based grading. I have been able to push forward and practice ways to implement SBG while continuing my research beyond my capstone.

My career goals include undergraduate and graduate instruction, instructional coaching, and becoming a professional development specialist for inclusion and differentiation strategies. This program allowed me to see the benefits of differentiation within the classroom and I would love to be able to share the knowledge I have obtained from CSP Global. No child is the same, so we cannot expect them to learn the same.

What was a challenge you faced during your M.A. Ed. in Differentiated Instruction, and who or what helped you overcome it?

As I mentioned earlier, my graduate experience happened during the pandemic. Not only was the massive pivot in the classroom extremely difficult and filled with unknowns, I questioned whether or not our program would be able to continue. Luckily, the program at CSP was completely online. This not only allowed our cohort to continue, but it helped me to be familiar with online platforms as I had to make the adjustment with third graders.

This was an enormous, unforeseen challenge and every professor was filled with compassion. Expectations were still high and regardless of the pandemic great work was still done. Because of the cohort format, we were able to be honest with each other and created a strong support system of teachers.

What would you tell (or what advice would you give) prospective students considering a M.A. Ed. in Differentiated Instruction at CSP?

Graduate work is possible while working a full-time job and raising a family during a global pandemic. If I learned anything during the DI program at CSP Global, it would be starting small, but starting somewhere is the most important thing to do. If you try to change everything at once, not only will you be exhausted, but reflection is crucial, so find your comfort level and grow your confidence. This advice applies to my fellow teachers, students, family, and any change that is necessary.

After I graduated and the next starting semester approached, I took the same sheet of pink paper out of my mailbox, wrote a love note about CSP, and hung it on the fridge of our teacher’s lunchroom. I would be lying if I said I didn’t consider choosing another program to get a second masters.

The courses were incredibly thoughtful, relevant, and applicable. The professors were amazingly compassionate, driven, and motivating. One of our professors was even working on his doctorate while we were in session and graduated the same spring our cohort did. As I continue growing as a professional, CSP Global is the only school I would consider for any additional further education degrees.

The post Alumni Spotlight: Sarah Merchlewitz, M.A. Ed. in Differentiated Instruction appeared first on CSP Global.

My teaching career began when I secured my first job as a first-grade teacher in Enterprise, Alabama. During this time, my husband attended flight school for the Army, and I also served temporarily with the Alabama National Guard while managing my teaching responsibilities. The ability to contribute both in the classroom and in the military allowed me to experience personal growth and make a meaningful impact in the classroom.

After Alabama, I moved to South Korea which was both an adventure and a challenge. My husband’s deployment led us to relocate, and I saw it as an opportunity to be closer to my parents with our seven-week-old daughter. Teaching first grade on the U.S. Army base to students of military service members was a rewarding experience as I was a military child myself and was teaching at the school I once attended. While in South Korea, I also served in the United States Army Reserves, further enriching my understanding of leadership and service.

We relocated to Wisconsin, where I continued my journey in education by teaching first grade at a local elementary school. Simultaneously, I completed my military career with the Wisconsin Army National Guard. The experiences I gained both inside and outside the classroom helped shape my teaching philosophy and approach to engaging with students.

Why did you want to work in education? What inspired you?

I wanted to work in education because my experiences growing up in a military family and attending a high school on a U.S. Military installation in Seoul, South Korea, inspired me to pursue a career in teaching. During my time in Seoul, I had the opportunity to tutor English to local Korean students as a part-time job, and this experience ignited my interest in education. Additionally, having two aunts who are educators — one teaching in Northfield, Minnesota, and the other in Chandler, Arizona — also influenced my decision to pursue a career in teaching.

While I always knew I wanted to work in education, my passion for teaching has grown deeper as I’ve traveled and experienced teaching in various states and overseas. These diverse experiences have provided me with a unique perspective and a deeper understanding of how to make a positive impact on students from different backgrounds.

Overall, my desire to work in education stems from a genuine love for learning and a strong belief in the power of education to shape young minds, foster curiosity, and create a better future for individuals and society as a whole. I find great joy and fulfillment in helping students learn, grow, and develop relationships. I am excited to continue my journey as an educator, making a difference in the lives of my students.

Why did you choose CSP Global for your graduate degree?

I chose CSP Global for my graduate degree because of the increasing changes in the classroom environment and the growing challenges of meeting the academic needs of every child, particularly after the impact of COVID. I felt the need to enhance my skills in reaching and effectively teaching all students. The program provided an opportunity for me to deepen my understanding of effective teaching methods and empowered me to become a more skilled and responsive educator in the ever-evolving educational environment.

CSP Global’s M.A. Ed. in Differentiated Instruction program stood out to me as one of the few schools in the area offering such a unique program. Differentiated instruction aligns perfectly with my goal of becoming more proficient at tailoring my teaching approach to meet the diverse needs of each student in my classroom. The program’s focus on creating inclusive and individualized learning experiences resonated with my passion for education and my commitment to fostering a positive and supportive learning environment for all students.

What skills did you gain or sharpen through your program at CSP Global and how do you use them today?

As an educator, I now feel better equipped to cater to the individual learning styles of my students. Whether they are English Language Learners, students with neurodivergent needs, those who have experienced trauma, or those requiring more challenging and rigorous coursework, I have learned to create tailored learning experiences for each student. This approach has enabled me to foster a more inclusive and supportive learning environment, ensuring that every child feels valued and empowered at school.

The course that focused on teaching students with mental health needs has proven to be especially valuable in my post-COVID teaching experience. The pandemic has impacted the mental health of many students, and the knowledge and strategies I acquired through this course have been instrumental in providing appropriate support and care for those students who may be struggling emotionally and psychologically.

Beyond the curriculum, being part of a small cohort that met weekly over the two-year program was a bonus. Listening to my peers’ experiences, passions, and shared dedication to becoming better educators profoundly impacted my growth throughout the program. The collaborative environment allowed us to exchange valuable insights, learn from each other’s teaching experiences, and challenge ourselves to continuously improve as educators.

How has your graduate degree impacted you in terms of your current position or a position you’d like to attain in the future?

My graduate degree has significantly impacted my teaching career, both in my current position and in shaping my goals for the future. Before pursuing the graduate program, I already knew that I wanted to enhance my ability to address the diverse needs present in the classroom. During the program, I had the opportunity to substitute teach for a year, engaging with students from Kindergarten through fifth grade and in different specialist areas. This experience, combined with the coursework, allowed me to step out of my comfort zone of primary grades and gain confidence in teaching upper elementary students. It was a pivotal experience that opened my mind to new possibilities in my teaching career.

I embraced the opportunity to teach fifth grade, where I could put my sharpened skills in differentiated instruction and meeting diverse needs to work. The graduate program played a crucial role in preparing me to excel in this new role and positively impact my students’ academic and personal growth.

Looking ahead, my graduate degree has also influenced my ambitions for the future. The experience and confidence I gained from teaching in different grade levels have now led me to take on the challenge of teaching middle school social studies. This is another step forward in my journey as an educator, and I am eager to bring my knowledge and skills to this new setting.

Finally, the program has sparked an interest in educational administration. While my primary focus remains on teaching and making a difference in the lives of my students, I am now considering the possibility of pursuing an administrative role in the future. With the foundational knowledge and leadership skills gained through my graduate degree and experiences in the military, I am excited to continue making a difference in the lives of students and exploring the potential of taking on leadership roles in education in the future.

What was a challenge you faced during your graduate program, and who or what helped you overcome it?

During my graduate program, one of the significant challenges I faced was juggling the responsibilities of being a working mother. Balancing my job, family, and school commitments was overwhelming at times, but it proved to be a rewarding journey in the end.

One of the biggest sources of support during this period was my family. As an airline pilot with a demanding schedule, my husband made a concerted effort to schedule his trips around my Thursday evening night classes. His understanding and willingness to accommodate my commitments were invaluable and allowed me to focus on my studies with greater peace of mind. My children also proved to be understanding and supportive throughout the program. They adapted to changes in our schedules and offered assistance whenever possible, allowing me to manage my time more effectively and complete the program successfully.

Additionally, my cohort played a crucial role in helping me overcome the challenges. The members of my small cohort were empathetic and supportive, providing a sense of community that proved vital during the demanding times of the program. Their willingness to listen, share experiences, and offer encouragement allowed us to lean on each other, creating a strong support network that helped us navigate the challenges of graduate studies together.

What was the biggest takeaway from your graduate program?

The biggest takeaway from my graduate program was the realization that, despite the challenges and demands in the education profession, there are passionate educators who are committed to continuously improving their expertise and making a positive impact on their students’ lives. Their commitment serves as hope and inspiration in a profession that plays a critical role in shaping the future of our society.

The program introduced me to a diverse group of educators who were eager to expand their knowledge and skills to create a more effective and inclusive learning environment. Despite the difficulties teachers face in the current educational landscape, their dedication to enhancing their teaching practices and supporting their students’ social-emotional and academic development was inspiring.

Being a teacher is not just a job; it is a calling driven by a deep desire to make a difference in the lives of young learners. Despite the many obstacles that teachers face, their passion for education and their students motivates them to seek out relevant and innovative methods to create a positive and nurturing learning environment.

Witnessing the commitment of my fellow educators in the program reaffirmed my own belief in the transformative power of education. It highlighted the importance of continuous learning and professional development to ensure that we, as educators, are equipped to address the ever-changing needs of our students and adapt to the challenges of today’s educational landscape.

What would you tell (or what advice would you give) prospective students considering a graduate degree program at CSP Global?

To prospective students considering a graduate degree program at CSP Global, my advice is simple: Do it! Pursuing a graduate degree challenges you to grow personally and professionally.

“If it doesn’t challenge you, it doesn’t change you.” — Fred DeVito

All of our professors were exceptional. Each brought a unique perspective. You will also make bonus friends. The collaborative environment of like-minded educators who share your passion for teaching will enrich your experience and provide you with a broader perspective on education.

The post Alumni Spotlight: Yunhui Danforth, M.A. Ed. Differentiated Instruction appeared first on CSP Global.

Why did you want to work in education? What inspired you?

I did not always know I wanted to be a teacher. Honestly, it sort of happened by accident. In my first year of undergrad, I took an introduction to education course taught by my former high school teacher because I previously loved his class. One night, I left campus in tears, because it finally hit me. My passion is kids. My passion is teaching. Shortly after, I began working as a special education paraprofessional. This gave me incredible insight into just how complex kids are.

There is no manual that can walk you through a day at school. Little humans are unpredictable, and that’s my favorite part. I bonded with students quickly and loved every minute of helping them learn. Two years later, shortly before graduation, I applied to be a fifth-grade teacher at the same school I worked at as a paraprofessional. It was a dream come true in the spring of 2018 when my current principal and grade-level partner offered me the position.

Why did you choose CSP Global for your M.A. in Educational Leadership?

When I was finishing my second year of teaching, I started to get the feeling that I wanted to open myself up to further career options. I absolutely loved my classroom, colleagues, and students, but I knew it wasn’t forever for me. I received a flyer advertising CSP Global’s graduate programs and took a good look at it. In comparing what they offered next to the university I attended for my undergraduate degree, it was an easy decision. CSP’s program was more cost-effective, which is an obvious factor for many when choosing a place of study. Even more enticing was the setup of the program.

To earn my degree, it would take just under two years, and I would be with the same cohort of classmates throughout the program. It also consisted of condensed classes taught within an eight-week time frame, which allowed students to take just one class at a time as opposed to trying to juggle the workload from multiple professors. This was incredibly appealing given that I was also a full-time teacher. After speaking with CSP Global advisory staff, I immediately felt supported and applied immediately.

What skills did you gain or sharpen through your program at CSP Global and how do you use them today? 

I have always felt like a natural leader; I enjoy taking charge of situations and spearheading new initiatives. This often gives me the feeling that I know what I’m doing. While I was eager to begin my graduate degree journey, I was incredibly intimidated because I had no idea what I was doing. I was nervous about the increased intensity, more complex topics, and level of competency that would be expected of me. That said, CSP Global’s M.A. in Educational Leadership allowed me to step outside of my comfort zone and become more of a leader than ever before. I felt like I truly belonged in the room, and that I was worthy of being there.

How has your M.A. in Educational Leadership impacted you in terms of your current position or a position you’d like to attain in the future?

Pursuing my degree at CSP Global gave me the confidence to go after the kind of life I truly wanted, though that has changed over the years. I initially wanted to become a school principal, then leave education to start my own business, to being completely lost. In the middle of my career crisis, I came across a non-profit in my city that supports survivors of domestic violence and sexual assault. I saw they were hiring for their prevention and education team. I had no idea what it would entail, but I applied, went to an interview, and immediately knew it was what I was looking for.

My title is now the School Liaison. In this role, I go into schools across the county to educate about healthy friendships and relationships to prevent future acts of violence as our youth grow into adulthood. This ended up being the perfect fit for me, as it gives me the opportunity to take a leadership role in promoting our programming, maintaining relationships with teachers and administrators, and creating new content, all while having direct contact with kids, which is what truly lights me up. My experience at CSP Global showed me what I truly valued in the education field, which was the well-being of students beyond the classroom. My new role allows me to do just that, and I am so thankful.

What was a challenge you faced during your graduate program, and who or what helped you overcome it?

During my time at CSP Global, while the classes were set up for students to work full-time, many times it felt overwhelming. Combining the daily demands of teaching with graduate-level discussions and coursework along with family and personal obligations was difficult. One of the most helpful pieces of this puzzle was my cohort of classmates. We had a large group chat where everyone could share difficulties, support each other, ask/answer questions, and simply bond over our shared experiences.

Knowing other people were feeling the same way reminded me that I wasn’t alone, and I could do this. We grew close throughout the two-year program, and I know I could not have done it without them. I am also very thankful to have had a support system of colleagues, family, friends, and especially my husband, who picked up the slack when I had homework to do or classes to attend. I will say, completing a graduate degree mimics the saying for raising a child: it takes a village.

What was the biggest takeaway from your graduate program?

Earning my master’s degree did so much more than just giving me a piece of paper; it allowed me to see my true potential. It showed me that I am capable of things I never thought possible. It gave me the confidence to leave my good job and go for the great career I was craving. While I didn’t know it at the time, enrolling in the graduate program at CSP Global ended up kickstarting a whole new life for me, and I couldn’t be more grateful.

What would you tell (or what advice would you give) prospective students considering a graduate degree program at CSP Global?

If you want a program that is doable with a full-time job, has supportive classmates, professors, and administration, and will give you clarity on your career plan: go to CSP. While I thoroughly enjoyed my undergraduate education, CSP Global raised the bar exponentially.

The post Alumni Spotlight: Ciera Bohm, M.A. in Educational Leadership appeared first on CSP Global.

Why is it Important to Continue Your Education as a Teacher?

Even before the pandemic, I realized that my students needed safer, more supportive, healing-centered learning environments. The trauma of the pandemic, the frightening rise of school and community gun violence, upsetting inflation, rising prices, along with all the other pressures our students and families are facing, demands that educators are equipped to teach students who may not always be ready to learn.

Because I am in CSP Global’s M.A.Ed. Trauma and Resilience in Education Settings, I am writing this blog from that perspective. But I think the times in which we live require teachers to continue to learn and implement methods and practices they can use to help all students cope with stress, anxiety, and dysregulation.

Often, my colleagues think “trauma-informed practices” are only for the “problem” kids. But, the truth is, that these practices are beneficial for all students and teachers. Our best students have not-so-good days, our traumatized students have many difficult days, and our special needs students struggle.

Add to that the pressures teachers face: never-ending, mind-numbing testing windows, endless administrative quests for data-driven change, lack of coverage when they or their colleagues must miss work for illness or other personal issues, and demands to “return to normal”, as if the last two years never happened.

You combine that all together and you can guess why test scores are down, suspensions and other disciplinary issues are up, teachers are leaving the profession in droves, or why such low numbers are entering. The bottom line is the educational landscape has changed.

Ways to Continue Your Education

Therefore, new and veteran teachers should consider improving their practice with continuing education. This does not have to be a whole program of study, if one truly does not have the time.

A great place to start for trauma-informed education are the books:

• What Happened to You (Perry, B. & Winfrey, O., 2021)
• The Boy Who Was Raised as a Dog (Perry, B. & Szalavitz, M, 2017)
• Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them (Greene, R.W., 2014)

Other great resources are the movie, “Paper Tigers” (Redford, J., Director, 2015), and checking if your school system offers professional development trauma-informed education, or going online and Googling “trauma-informed education.”

You’ll be amazed how many free webinars there are on this topic. And certainly, if you’re inclined to delve deeper and want to enroll in a program of study, I say go for it (make sure you check out CSP Global’s first!) When I researched programs, CSP Global’s description was the most appealing and seemed to harmonize most with my beliefs and goals.

The most important thing is to continue to gain the knowledge, tools, and skills you can use to build supportive, learning environments that foster resilience and healing for you and your students.

The post The Importance of Continuing Education for Teachers appeared first on CSP Global.

Why did you want to work in education? What inspired you?

In my 25 years of working with marginalized and disadvantaged school populations, I always suspected that complex family and community problems hurt my students. However, the over 1000 hours of online training I had taken on trauma-informed care, adverse childhood experiences (ACEs), and developing resiliency in children before enrolling in CSP Global, convinced me that childhood trauma is an education and public health emergency that urgently needs to be addressed.

I know this because, before the pandemic, our student communities were dealing with a host of crippling obstacles to their well-being such as:

• Racism
• Inequity issues
• Poverty
• Food insecurity
• Insufficient wages
• Unemployment
• Incarceration
• Substance abuse
• Domestic violence
• Immigration issues

What prompted you to pursue a graduate degree?

I chose to pursue a graduate degree in Trauma and Resilience in Educational Settings because the COVID-19 pandemic dramatically changed how I view my work with children. When my school system closed in 2020 due to the pandemic, I was required to take several online trainings per day while working from home.

The first training I took was on ACEs. That training gave me an “aha!” moment, sparked an earnest desire to learn more, and set me on a journey that led me to CSP Global’s online program(s).

Why did you choose CSP Global for your Trauma and Resilience degree?

I chose CSP Global’s for my Trauma and Resilience degree because based on all the reasons I mentioned in my blog for why I wanted to pursue the degree, when I researched programs, CSP Global’s description was the most appealing and seemed to harmonize most with my beliefs and goals, namely:

“… one in four school-age students has been traumatized to the degree that adversely affects academic achievement. Traumatized youth are in classrooms every day. This program engages professionals to proactively access, reflect and respond to student needs through a trauma-informed and trauma-sensitive lens. Educators learn to think from a perspective of what student behavior may be telling them and respond with strategies, support systems and resources to positively impact student success in their classrooms, organizations, and agencies.”

What skills and/or knowledge do you hope to gain by the end of your program? What career goal are you hoping to accomplish?

Earning my degree in Trauma and Resilience in Educational Settings will give me the knowledge, skills, and credibility to effect groundbreaking change in my school system.

Ideally, I would like to work on these issues in my school system by advocating for and developing a specific program to create trauma-responsive schools that focus on supporting students and staff. At this time, it appears the interest in this is not a priority.

Therefore, I would be willing to pursue my goals in any educational setting that values the benefits of implementing trauma-informed practices. Being involved in such an exciting project would fulfill my desire to use my years of teaching and working with children to help them cope with and recover from trauma to alter the trajectory of their lives from negative emotional, mental, and physical outcomes to healthy, productive, and positive contributions to society.

How will those skills help you with the current climate of education?

The pandemic, with its school closures, lockdowns, quarantines, and business closures, in addition to social isolation and its impact on our children and their families, substantially magnified these issues.

Most recently, the explosion of school and community shootings across our country has increased the stress and anxiety felt by our communities. Therefore, more than ever before, all schools must adopt trauma-informed approaches, policies, and practices that will support children and families in crisis and facilitate healing.

The post Student Spotlight: Cherry Price, M.A.Ed. Trauma and Resilience Program appeared first on CSP Global.

I honestly did love earning my master’s degree at CSP Global! My cohort met every Thursday evening for an hour. I will admit, the very first class was extremely intimidating to me as it was a new experience; I had never taken an online class before.

When I tried to log on, I could hear, but I could not see anyone, and they could not see me. I was so nervous and embarrassed, but the professor was so kind and understanding, and by the end of class, we had it figured out. From then on, I looked forward to Thursday evenings!

How Did CSP Global’s Online Format Address Your Concerns?

When I decided to get my master’s degree, I looked into various college options. I chose CSP Global for a few reasons, but mainly because their courses were 100% online. That was important for me; I did not want to drive anywhere to get to class. I was working full-time, and my time was precious and limited.

The online option was great because I could log on virtually anywhere. I logged on at school during conferences. I attended one class while I was at my dad’s place, and I even went to class while I was on vacation. It was so convenient.

Once I decided to embark on this journey, I had a lot of questions, and the staff at CSP were so kind and timely in answering them. I honestly felt like they cared about me, and they did not even know me. It was then that I knew CSP Global was the place for me!

How did You Foster Connection and Collaboration with Your Cohorts and Professors?

My cohort was the best! There were 12 of us. I enjoyed working with and learning from all of them. One of my favorite professors described our cohort as ‘ohana’, which means ‘family’ in Hawaiian. He was correct, as we truly did become like a family; we celebrated a marriage, a new baby, and many other smaller life events. We also grieved together. When I was about halfway through my program, my father passed away. Although it was not a surprise to me, it was still a devastating time in my life.

I was not sure how I was going to complete my class. I contacted my professor and two of my cohort friends. With their support and my family, I was able to successfully complete the class. I found that the homework and comradery from the course were therapeutic during that time. It helped give me purpose and direct my energy into something positive when I found it hard to get out of bed. I will never forget the kindness and compassion that they all showed me during this dark and sad time in my life.

In Your Opinion, What are the Top Advantages of CSP Global’s Online M.A.Ed. Educational Leadership Program?

I earned my M.A.Ed. Educational Leadership degree; this program sharpened my communication and technical writing skills! I always considered myself a rather proficient writer, but after two years of intensive writing classes and studying the writer’s manual, I now believe I am an exemplary technical writer!

Improving my writing automatically improved my communication skills. I feel equipped and confident presenting information to my co-workers, administration, the school board, and the community. These communication skills are beneficial when I write grants, do presentations, and even in the classroom with my students.

This program also provided me with a wealth of education knowledge. I interviewed school superintendents, principals, and financial workers to gain personal insights and philosophies, which broadened my perspectives.

I expanded my knowledge base in:

• Cultural diversity
• Fiscal responsibility
• Ethics
• Universal design
• Education legal issues

The one class that I dreaded the most, Educational Finance, became one of my favorites! The professor was awesome, and I learned so much.

The educational leadership program prepares educators to be leaders in their field. Earning my master’s degree in educational leadership has provided me with invaluable skills and information that I use almost every day in my current position. I feel more confident in the classroom and my other duties as a teacher leader. I also think that should other leadership positions become available, I would be qualified to apply.

My advice for anyone considering the master’s educational leadership program at Concordia University St. Paul would be to believe in yourself, but also:

• Understand that research, completing projects, and writing papers take a tremendous amount of time.
• Make sure you are up for the challenge and dedicate enough time and energy to complete quality assignments.
• Realize that there is a fair amount of group work in the classes.
• Know that your group members count on you to pull your weight. Do not let them down. You may have different ideas, work ethics, or schedules, but you need to commit to doing your part.
• Know that the professors are there to help and guide you; they want you to succeed.
• Ask for help if needed.
• Don’t wait.

There are always excuses: money, time, etc. I doubted my abilities and kept putting my dream of earning a master’s degree on the back burner. I wish I had done it sooner. If you are hesitating, believe in yourself, and go for it!

The post Why I Loved Getting My Online Master’s Degree at CSP Global appeared first on CSP Global.

Educators, by nature, are caring and giving people; they impart knowledge, ideas, guidance, and advice every day. They give their time, energy, and love to children each day. Because of the issues currently facing educators, these things are still given when teachers have little left to give. Educators are experiencing feelings of stress, anxiety, and dissatisfaction at alarming rates, leading to teacher burnout. The COVID-19 pandemic and its effects have exacerbated these feelings.

How Prevalent is Teacher Burnout? What Leads to Burnout?

Many things can lead to teacher burnout. Identifying the causes and then being able to devise solutions are critical to helping teachers survive burnout. The following are three of the things that I struggle with the most.

Judgment

Judgment and ridicule from the community are huge factors leading to teacher burnout. I am fortunate to work in a district that has a high level of community and parent support for its school and those who work there. However, I realize that is not the case for everyone. I have talked with teachers from other districts who do not experience community and parent support.

I have also felt this judgment and ridicule because I am guilty of reading social media comments that bash educators. Unfortunately, I often feel those comments on a personal level; those negative and hurtful comments lead me to second guess myself and even get angry. Those types of comments can lead to feelings of low self-efficacy, resentment, and even depression among many teachers.

Increased Workloads

Increased workloads are also a cause of burnout. For multiple reasons (new curriculum, a new school-wide initiative, increased class sizes, etc.) a teacher’s workload and expectations are always growing. Now, I believe in being a life-long learner, so I am not opposed to learning new things, but it seems like nothing is ever taken off the table and more things get piled on. There never seems to be enough time to get everything done.

The looming questions of “Am I doing enough?” and “What else can I do to help these students?” coupled with the dread of never being done is the most challenging thing for me and causes me the most anxiety and low-self efficacy. Even with a bonus “work from home day” or a weekend, I feel like there are always more things to do. I may be able to catch up for a day or two, but then it is back to correcting, lesson planning, parent emails, testing, and all the other daily tasks for which a teacher is responsible.

Substitute Shortage

No available substitute teachers is yet another major cause of teacher burnout. Teachers can barely take a sick day, let alone a mental health day because if they did, there is no one to be a substitute. Teachers often feel guilt if they must be gone, leading to more feelings of anxiety and stress.

However, just as there are many reasons for teacher burnout, there are also many ways to help reduce the stress and anxiety surrounding it. Following are some specific ways to help fight burnout.

Ways Administrators can Support their Teachers to Reduce Burnout

First, support from the administration is key. An administration that understands the immense pressure their educators feel is critical in reducing teacher burnout. When administrators listen and respond to their teachers, it makes them feel like they are being heard and not like they are just complaining. Complaining behind closed doors creates a negative culture. When teachers can openly discuss concerns with their administrators and work to find solutions together, this builds a culture of trust and respect, which lessens the effect of burnout.

Recently, the administration and school board from my district sensed the “overwhelm” of the staff. In response to this, they added three bonus days to our calendar so that staff can work from home, have more flexibility with their time, and be able to breathe without feeling so much stress. This action from our administration and school board made everyone feel valued, listened to, and significantly improved our culture.

Valuable Skills Gained in CSP Global’s Educational Leadership Programs

The Educational Leadership Program at CSP Global provided me with valuable skills to help combat burnout. As a teacher, it provided me insight into what effective administrators must do to help maintain quality staff, reach district goals, and still be fiscally responsible. It also provided me with valuable communication skills to be more comfortable and confident in being a mentor and teacher leader.

Balance

Educators need to build balance in their lives. One way to do this is to set home and work boundaries. For most teachers, this is easier said than done, but it is crucial; these boundaries should be set and then adhered to, to be effective. Maybe you choose one day of the weekend to be work-free, and that is your day to do something fun and fulfilling. Perhaps you do not answer parent emails after a specific time at night or only plan lessons and correct papers for an hour after school.

Boundaries

Set boundaries that work for you and your lifestyle. I try to do at least one thing each day that I enjoy. Sometimes it is a walk, sometimes it is going out for supper so I don’t have to cook or clean up, and sometimes it’s just carving out a little time to watch a favorite TV show. I have found that this is helps lower my stress and anxiety levels.

I have also tried to make sure that I do at least one serotonin builder each weekend: hanging out with friends or family, thrifting at my favorite stores, or even doing a puzzle! These things fill me with happiness and make it possible to rejuvenate and find fulfillment when I am back at work.

Support Network

Finally, get a supportive network of friends and family and be a support for those around you. Having people in your life that can share the load is very beneficial when life feels overwhelming. I have also found that being a mentor and source of support for others experiencing burnout can be very rewarding and can fill my bucket while filling someone else’s.

The post How Educational Leadership Skills can Address Teacher Burnout appeared first on CSP Global.

This investment of time and money is a big decision, especially for professionals with work, family, and activity variables. When it comes to making this investment, we often look for high-quality learning in addition to value and flexibility. Considering the questions and variables at hand, one may wonder if they can sustain the investment that will result in the high-quality professional growth opportunities they seek.

As an educator, speaking from personal experience, the flexibility CSP Global offers its doctoral students makes all elements of their doctoral program within reach for everyone.

How Did I Make This Sustainable Investment?

In addition to high-quality advisors and staff that guide you through your program and research processes while helping you balance life and work obligations, CSP Global walks you through all aspects of financing your professional growth and development program. Personally, it starts with conversation and support from your family.

As with any investment of time and money, working with your budgets and time management begins with those closest to you. Everyone’s cost-benefit analysis will be different, but in the end, I was able to find ways with my family to make this work. As educators, many programs support educational research, contracts that offer incentives or reimbursement for continuing education, and other federal financing programs that make finishing a doctoral program feasible.

Again, this conversation starts with those who will be supporting you through the process. As you consider starting the program, consider additional costs you will likely incur, including professional editing, materials, and supplemental academic resources. Be sure to talk with advisors, colleagues, and professionals who have gone through doctoral programs about those costs and plan accordingly. Like a good research process, planning for financing your program is crucial for completion.

How Can Concordia Help?

I was very fortunate to continue my education with CSP Global. They are there to walk you through all elements of the doctoral process, including offering flexibility in paying for your doctoral program; their knowledge of programs that educators can take advantage of keeps the investment in reach for all educational professionals. They will cover everything from loan programs, grants and scholarships, and pay-as-you-go options allowing you to make the best decision for everyone’s circumstances.

CSP Global’s goal of ensuring equitable success for their learners drives the value and flexibility they offer to see you complete your program. This type of personalized attention will be noticed through all aspects of your programming before, during, and after completion.

Can I Do This as a Working Educational Professional?

Simple answer, yes. How do I personally know this? I was one of many educators within the first cohort to have and complete the experience. Being in contact with many from the cohort, I think you will find that educators can make this work into their schedules, budgets, and family lives.

Through thoughtful planning and building strong support networks, you will find a unique and personalized experience. My experience, I believe, is just one of many successful doctoral program experiences at CSP Global. The programs I was able to take advantage of, from PSLF to flexible payment and loan options, fit my family life and I have encountered many benefits from professional growth and advancement in the field of education.

If you have any hesitation, reach out to any of the many dedicated professionals at CSP Global and talk about your options for successfully completing your doctoral degree. You will find genuine personal attention, high-quality learning, great value, and a professional program that will enrich your experience as an educator at any level.

The post How I Paid for my Doctorate Degree from CSP Global appeared first on CSP Global.

I could not have had a better experience anywhere from the enrollment process through graduation in any of the three programs completed. CSP Global has a unique way of making you feel connected to their programs, people, and institution and strive to be responsive to every individual that applies for admission to their programs.

Available Resources

CSP Global has all the information available to make the most informed decision on your professional learning program and format. Additionally, the responsive staff is always available for consultations and answering questions on what will work best for you. You will find a personalized experience that fits your needs from program to schedule to format at CSP Global. Resources are readily available via their website and through program contacts, advisors, and admissions.

Helpful, Accessible Advisors

Your program leaders and advisors will stay in touch with you as you navigate their programs and will be there to connect following the completion of your program. They are always willing to connect you to other professionals and learning opportunities available as the following steps within their programs. Your success is important to all of them!

Locating Information and Navigating Requirements

The website experience when researching programs and admissions requirements for programs is effortless to navigate. You will find all of the information, tutorials, and contacts necessary to make an informed decision on what will work best for you, your schedule, and your professional learning experience.

Each individual can find all program information, staff information, and procedural information quickly and efficiently through the navigation of their website. However, one of the best benefits is that there is always a person available to talk with when you have questions or prefer direct communication. A personal connection with every learner is a key component of the CSP Global experience. CSP Global is out to give you as the learner the best experience possible.

Financial Aid

The financial aid team at CSP Global also makes this process easy. They are highly knowledgeable on all available options to professionals seeking to continue their education. The financial aid team is there to help you make the best decisions for you when it comes to this commitment and is more than willing to work through the process from start to finish. From application to disbursement, you will find that CSP Global makes the process seamless, and the team works hard to find the best options for you. The pattern at CSP Global from department to department is responsiveness!

CSP Global’s admissions and learning experience is not a one-size-fits-all model. They are there to give you the most professional experience in addition to a high-quality learning experience. To this day, I am still in contact with staff from CSP Global and could not have been happier with my decision to commit to professional learning with their university.

I believe you will find the experience from admissions to graduation second to none. They value you and your time as an individual and will give you a fantastic experience as you continue your education. From a three-time graduate of Concordia’s programs, I believe you will find great value in working through their admissions process and continuing your learning with CSP Global.

The post How CSP Global made the Admissions Process Easy appeared first on CSP Global.

Earning one’s master’s degree is a powerful tool in strengthening one’s knowledge and view of the world. It is also often a way to advance one’s position or salary. However, time and money are typically two reasons that hold people back from pursuing a master’s degree.

CSP Global offers a convenient, accelerated master’s degree program.  When I was looking for programs to attend to pursue my master’s degree, CSP Global checked off all of my boxes.

First, I was able to attend class and do my work 100% online from my own home. That was really important for me as I did not want a long commute; this saved me an infinite amount of time as well as money. Secondly, CSP Global’s online format fit my busy lifestyle. I took only one class at a time for seven weeks. Once a week for one hour, there was an online meeting. Although I had to reorganize my time and priorities, the classwork was relevant and manageable. The schedule also had built in breaks for holidays and summer.

CSP Global was also affordable. There were many payment options that made taking the classes feasible. But most importantly, I had a lot of questions as I embarked on this journey, and the staff were so kind and timely in answering my questions. I truly felt like they cared, and they did not even know me yet. As a busy, working educator, I knew CSP Global’s convenient, online, accelerated format was the right option for me!

Dedicated, Supportive Professors and Staff

It is often said that teaching is both an art and a science. Educators must not only know their subject matter, but also deliver it in a way in which students want to learn it. I cannot say enough positive things about the professors and staff that I worked with in my master’s program. CSP Global has top-notch professionals on their teaching staff that whole-heartedly embrace CSP Global’s mission to prepare students for thoughtful and informed living, for dedicated service to God and humanity, and for the enlightened care of God’s creation.

Every professor that I worked with was knowledgeable in their subject area, facilitated interesting and thought-provoking classes, and were professional, yet kind and caring. One thing that I especially appreciated was how they encouraged collaboration between students in the cohort. Growing up and now living in a rural area, I have always been a “small town” person, but I was fortunate to be in a cohort with people from different cultures, different positions, and even different states. It was enlightening to talk to these other educators and be able to learn from each other.

Another thing that I valued, was the way in which the professors communicated. Whether it was verbally during our scheduled class time, through email, or during a special meeting, I always felt respected, answered, and listened to. Their feedback was both timely and thorough, and they pushed me to always think deeper and differently. They made subjects that worried me into classes that I could not wait to attend! I could tell from the very beginning that they wanted me to succeed and that they would help me do just that. I now consider them to be valuable assets in my professional network.

Relevant Curriculum

Rigorous and relevant are words that are often used to describe an educational system’s curriculum.  As educators, we strive to find or create material that not only interests students, but also challenges them to think creatively in order to solve complex real-world problems. CSP Global’s curriculum is both rigorous and relevant and deeply rooted in theory and practice.

At the beginning of each course, the syllabus completely laid out assignments, requirements, rubrics, and expectations. The learning objectives were clearly defined; there were no surprises. When students know what their learning goals and expectations are, they are more likely to be able to succeed.

Throughout my classes, I was consistently asked to use my higher order thinking skills. I was challenged to think critically, synthesize information, and analyze text to create meaning. The texts that I was assigned to read pushed me to think beyond myself and to develop a comprehensive understanding of the concepts being presented. Projects that I was assigned were authentic tasks, which made my learning deeper and more meaningful.

The curriculum also enabled me the opportunity to collaborate with my peers as we worked together to create presentations, solve problems, and discuss a variety of topics.  These types of learning opportunities strengthened my active listening skills and enabled me to see viewpoints other than my own.

When pursuing a master’s program, I found many colleges that offered an online, accelerated program, however, only CSP Global was highly recommended by my peers with a reputation for credibility and promise: it is a name that you can trust!

The post Reasons to Attend CSP Global appeared first on CSP Global.